Learner Guidance and Portfolio for the
QCF Qualification: Level 2 NVQ
Diploma Passenger Carrying Vehicle
Driving (Bus and Coach) (GA58 68)
(600/0671/7)
Learner name:
Publication code: Z0329/2
Published by the Scottish Qualifications Authority
The Optima Building, 58 Robertson Street, Glasgow G2 8DQ
Lowden, 24 Wester Shawfair, Dalkeith, Midlothian, EH22 1FD
www.sqa.org.uk
© Scottish Qualifications Authority 2013
Contents
Section 1 — General information about the QCF qualifications .............................. 1
Introducing the Qualifications and Credit Framework (QCF) qualifications ......... 1
Level 2 NVQ Diploma in Passenger Carrying Vehicle Driving (Bus and Coach) . 2
Who offers QCF qualifications? .......................................................................... 2
How are Units defined in QCF qualifications? ..................................................... 3
How are QCF qualifications achieved? ............................................................... 7
How are QCF qualifications assessed? ............................................................... 8
Who does what in QCF qualifications? ............................................................... 9
What is evidence? ............................................................................................. 10
Demonstrating knowledge, understanding and skills ........................................ 11
When can simulation be used? ......................................................................... 12
Integration of assessment ................................................................................. 13
Section 2 — How to compile your portfolio ........................................................... 14
General information ........................................................................................... 14
Evidence Collection Process ............................................................................. 14
Planning your portfolio ....................................................................................... 15
Starting your portfolio ........................................................................................ 16
Contents checklist ............................................................................................. 17
Collecting your evidence ................................................................................... 18
Presenting your evidence .................................................................................. 21
Referencing your evidence ................................................................................ 21
Worked examples ............................................................................................. 22
Index of evidence — Example 1 ........................................................................ 23
Unit progress record — Example 2 ................................................................... 24
Learning Outcome Achievement Record — Example 3 .................................... 25
Personal statement — Example 4 ..................................................................... 27
Observation record — Example 5 ..................................................................... 28
Witness testimony — Example 6....................................................................... 29
Record of questions and learner’s answers — Example 7 ................................ 30
Section 3 — The Units and recording documents for your qualification ............... 31
Unit progress record .......................................................................................... 31
Glossary of terms .............................................................................................. 34
Section 4 — Blank recording forms ...................................................................... 36
Portfolio title page.............................................................................................. 37
Personal profile ................................................................................................. 38
Contents checklist ............................................................................................. 40
Index of evidence .............................................................................................. 41
Personal statement ........................................................................................... 42
Observation record ............................................................................................ 43
Witness testimony ............................................................................................. 44
Record of questions and learner’s answers ...................................................... 45
Learning Outcome Achievement Record........................................................... 46
Appendix 1 — Unit specifications ......................................................................... 48
Section 1 — General information about the QCF
qualifications
Introducing the Qualifications and Credit Framework (QCF)
qualifications
The Qualifications and Credit Framework (QCF) is the new framework for creating
and accrediting qualifications in England, Wales and Northern Ireland. Units form the
building blocks of all qualifications in the QCF.
How does it work?
Every qualification in the QCF is made up of Units. Each Unit has a credit value that
tells you roughly how long it takes to complete — one credit represents about 10
hours work. Each Unit and qualification also has its own Level, between Entry Level
and Level 8, to show how difficult it is.
The names of all the qualifications in the QCF are set out the same and tell you three
things — how difficult it is, how long it takes and what it’s about.
The Level shows how difficult the qualification is. There are nine Levels in the QCF,
from Entry Level to Level 8.
Next is the size — that’s how long the qualification takes to complete. Every
qualification in the QCF comes in one of three sizes — Award, Certificate or
Diploma. Awards are made up of 1 to 12 credits (or 10 to 120 hours learning),
Certificates 13 to 36 credits (130 to 360 hours learning) and Diplomas 37 credits or
more (370 or more hours learning).
Finally the content — that’s what it’s about — could be retail, or leadership, or
maybe sport. Here are two examples of qualification titles, showing how the three
parts fit together:
Level 1
Certificate
In Sport and Active Leisure
Level 8
Award
In Strategic Direction and
Leadership
So if you were doing the Level 1 Certificate in Sport and Active Leisure, you could
include a Unit on how the body works, which has a credit value of four. This would
take you 40 hours to complete.
The QCF recognises small steps of learning and enables you to build up your
learning at your own pace and put them towards a full qualification. You can bank all
your achievements over time so you don’t have to study anything you already know
and all your learning will be stored in your own personal learning record that you can
build up as you progress.
Learner Guidance and Portfolio for the QCF qualification: Level 2 NVQ Diploma in Passenger Carrying Vehicle
Driving (Bus and Coach)
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Level 2 NVQ Diploma in Passenger Carrying Vehicle Driving (Bus
and Coach)
The Level 2 NVQ Diploma in Passenger Carrying Vehicle Driving (Bus and Coach) is
a qualification which assesses the skills and knowledge people have and need to
perform their job role effectively. The qualification is designed using National
Occupational Standards.
For each industry sector there is a Sector Skills Council (SSC) which is made up of
representatives from the industry or profession and it is the SSC’s responsibility to
develop the National Occupational Standards.
These standards define what employees, or potential employees, must be able to
do, how well and in what circumstances to show they are competent in their work.
The Sector Skills Council for Level 2 NVQ Diploma in Passenger Carrying Vehicle
Driving (Bus and Coach) is GoSkills.
Access to the Level 2 NVQ Diploma in Passenger Carrying Vehicle Driving (Bus and
Coach) is open to all and you can be assessed either against particular Unit(s) or
against the full qualification. There are no entry requirements, no prescribed method
of delivery, and no time constraints for completion.
Who offers QCF qualifications?
An organisation which offers QCF qualifications is called a centre. This may be a
college, university, employer, training provider or a combination of these. The centre
has responsibility for the quality of the qualification and is required to work within an
awarding body’s policies and guidelines.
The Scottish Qualifications Authority (SQA) is your awarding body for the Level 2
NVQ Diploma in Passenger Carrying Vehicle Driving (Bus and Coach). This means
that we are an organisation approved by government to design qualifications and
awards. An awarding body endorses learners’ certificates so that an employer can be
sure the qualification has gone through a rigorous and effective assessment process.
SQA provides qualifications throughout the world.
Learner Guidance and Portfolio for the QCF qualification: Level 2 NVQ Diploma in Passenger Carrying Vehicle
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How are Units defined in QCF qualifications?
Each Unit in the QCF has a common format. The main components of the Unit are:
Title
The Unit title describes the content of the learning.
Level
All Units must identify a single Level for the Unit that represents
the complexity, autonomy and/or range of achievement
expressed within the Unit.
Credit value
All Units must have a credit value. One credit equals 10 hours of
learning. Learning time is defined as the time taken by learners
at the Level of the Unit, on average, to complete the Learning
Outcomes of the Unit to the standard determined by the
Assessment Criteria.
All Units must contain Learning Outcomes that set out what a
learner is expected to know, understand or be able to do as the
result of a process of learning.
All Units must contain Assessment Criteria that specify the
standard a learner is expected to meet to demonstrate that the
Learning Outcomes of that Unit have been achieved.
Learning Outcome
Assessment Criteria
The second section of the Unit provides ‘Additional information about the Unit’:
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Unit purpose and aim(s)
Unit expiry date
Details of the relationship between the Unit and relevant National Occupational
Standards or other professional standards or curricula
Requirements about the way a Unit might be assessed
Support for the Unit from an SSC or other appropriate body
Location of the Unit within the subject/sector classification system
Name of the organisation submitting the Unit
Availability for use
Date from which the Unit is available for use by learners
Unit guided learning hours
The following is an example of a QCF Unit.
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Divide, mould and shape fermented dough using automated
processes
Level
2
Credit value 3
Learning Outcomes
Assessment Criteria
Title
The learner will:
1 Divide fermented dough
to specifications and
instructions.
The learner can:
1.1 Check the dough meets the specification and
instructions.
1.2 Take action on discovering any discrepancy
between dough and the specification.
1.3 Check the condition of dividing tools and the
accuracy of equipment.
1.4 Divide dough using automated equipment.
1.5 Position divided dough portions for further
processing.
2
2.1 Check the portioned dough meets instructions
and the specification.
2.2 Take action on discovering any discrepancy
between portioned dough and the
specification.
2.3 Prepare and maintain tools and equipment for
moulding and shaping.
2.4 Mould and shape portioned dough using
automated equipment.
2.5 Minimise waste and deal with scrap material.
2.6 Place dough in the specified condition and
location for further processing.
2.7 Operate within the limits of own authority and
capabilities.
Mould and shape
fermented dough.
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Additional information about the Unit
Unit purpose and aim(s)
This Unit supports workforce development for those who divide, mould and shape
fermented dough using automated processes in a bakery business.
The Unit is designed for use primarily by bakery operatives and others who carry out
these workplace activities. The aim of the Unit is to determine competent
performance to recognised National Occupational Standards.
Unit expiry date
Details of the relationship between the Unit and relevant national occupational
standards (if appropriate)
Details of the relationship between the Unit and other standards or curricula
(if appropriate)
This Unit of assessment relates directly to Improve Sector Performance Standard
(approved as National Occupational Standards) skills Unit
CB.105S Hand-divide, mould and shape fermented dough.
Assessment requirements specified by a sector or regulatory body (if
appropriate)
This Unit is designed to assess the skills of learners in the workplace, dividing,
moulding and shaping fermented dough using automated processes and equipment.
It needs to be assessed on the job. The learner must be able to demonstrate their
competent performance consistently over a period of time, to meet all of the
Assessment Criteria. This will be achieved by at least two observations of
performance in the workplace, and may be supported by witness testimony and other
workplace evidence. Observations must ensure that the learner’s working practice is
at commercial speed and in compliance with standard operating procedures.
The Improve Assessment Strategy for Proficiency Qualifications in Food and Drink
sets out the overarching assessment requirements.
Endorsement of the Unit by a sector or other appropriate body (if required)
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Location of the Unit within the subject/sector classification system
Name of the organisation submitting the Unit
Availability for use
Availability for delivery
Guided Learning Hours
16
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How are QCF qualifications achieved?
When you consistently meet the skills or knowledge and understanding described in
the Learning Outcomes and show you have met the Assessment Criteria, you can
then claim that you are competent in each Unit. You can claim certification for single
Units or whole awards. Your centre will register your claim to competence through
the awarding body. The awarding body you are registered with for this qualification is
the Scottish Qualifications Authority (SQA).
Scottish Qualifications Authority
The Optima Building
58 Robertson Street
Glasgow
G2 8DQ
The process of gaining a QCF qualification is flexible and depends on your needs. At
the beginning of the process your assessor will review your existing competence in
relation to the standards and identify the most suitable qualification. The level you
start at will depend on the type and breadth of your current job role together with
your past experience, skills and any relevant prior learning.
To achieve a Unit, you must:

Demonstrate you meet the requirements of the Unit by achieving all the Learning
Outcomes and Assessment Criteria by collecting appropriate evidence to meet
all Assessment Criteria. This evidence is assessed against the requirements of
the Unit by a qualified assessor. This will usually be someone who knows you,
such as a manager or supervisor.
Evidence may come from:
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the Recognition of Prior Learning (RPL) — where evidence relates to past
experience or achievements
current practice — where evidence is generated from a current job role
a programme of development — where evidence comes from assessment
opportunities built into a learning/training programme whether at or away from
the workplace
a combination of these
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How are QCF qualifications assessed?
Assessment is based on what you can do and involves you, your assessor, an
internal verifier and an External Verifier — see ‘Who does what in QCF qualifications’
on the following page.
Assessment is flexible and you can be certificated for each Unit you successfully
achieve, even if you do not complete the full qualification. There is no set period of
time in which you need to complete a Unit. However, you and your assessor should
still set target dates for completing each Unit, otherwise your qualification could go
on forever. Be realistic though, as there are many factors such as your previous
experience, demands within your workplace and an availability of resources which
will affect how quickly you are able to achieve the qualification.
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Who does what in QCF qualifications?
A number of individuals and organisations have parts to play in the assessment.
Their roles have been designed to guarantee fair, accurate and consistent
assessment.
Learners
Assessors
Who are they?
The person who wants to
achieve the qualification — in
this case, you.
An experienced person in the
same area of work as the
learner, eg supervisor.
What is their role?
Need to show they can perform to
Assessment Criteria in order to be
awarded a Unit(s) or full qualification.
Judge the evidence of a learner’s
performance and knowledge and
understanding against the Units.
Decide whether the learner has
demonstrated competence.
Internal
verifiers
Approved
centres
External
Verifiers
Individuals appointed by an
approved centre to ensure
the quality of assessment
within the centre.
Organisations approved by
awarding bodies to coordinate assessment
arrangements for the
qualifications.
Individuals appointed by the
awarding body to ensure that
standards are being applied
uniformly and consistently
across all centres offering the
QCF qualifications.
Provide guidance and support to the
learner. Assist with planning assessments,
giving feedback and recording learner
progress.
Advise assessors and maintain the quality
of assessment in a centre.
Systematically sample assessments to
confirm the quality and consistency of
assessment decisions.
Manage assessment on a day-to-day
basis.
Must have effective assessment practices
and internal verification procedures.
Must meet criteria laid down by awarding
bodies and be able to provide sufficiently
competent assessors and internal verifiers.
Check the quality and consistency of
assessments, both within and between
centres, by systematic sampling.
Make regular visits to centres to ensure
they still meet the criteria to deliver the
qualifications.
Learner Guidance and Portfolio for the QCF qualification: Level 2 NVQ Diploma in Passenger Carrying Vehicle
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What is evidence?
To claim competence for a Unit you need to gather evidence which shows you have
met the standards. It is important that your evidence is easily understood so that it
can be checked against the standards, by your assessor, your centre and the
awarding body.
Evidence can take many forms including:
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direct observation of your performance by your assessor
products of your work
authenticated statement — witness testimony
personal statement
outcomes from questioning
outcomes from simulation
case studies
assignments or projects
Recognition of Prior Learning (RPL) — evidence from the past
It is important that your evidence is:
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valid — it relates to the qualification standard you are trying to prove
authentic — the evidence, or an identified part of it (eg a report) was produced
by you
consistent — achieved on more than one occasion
current — usually not more than two years old
sufficient — covers all the performance and knowledge requirements laid down
in the standards
Your evidence may be collected through a range of sources, such as employment,
voluntary work, training programmes and interests/activities which you perform
outside your work. It can also be produced in various formats. For example your own
reports, testimonies from colleagues, supervisors or members of the public, projects,
models, audio tapes, photographs, videos.
When you first begin your qualification, you and your assessor should identify all the
Units and Learning Outcomes and where you can use integration of assessment.
Further details about integration of assessment can be found on page 12.
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Demonstrating knowledge, understanding and skills
In order to meet the Unit, you may also be required to prove knowledge and
understanding. Some SSCs, have split the skills and knowledge into separate Units
while others have retained Units which cover both skills and knowledge.
Evidence of how the knowledge has been achieved and applied could be included in
the performance evidence as one or all of the following:
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descriptions of why a particular approach was used
personal reports about the learning process
reflective reports which include how a theory or principle was applied
assessment interviews
assessment tests
responses to questioning
These should be included in your portfolio.
How will my assessor check I have the knowledge and understanding listed in
the standards?
For some Units, it will be clear to your assessor that you have the required
knowledge and understanding from how you carry out your work. This is often
referred to as knowledge and understanding apparent from performance. There will
be other occasions though, when your assessor will be unsure if you know why, for
example, it is important to give information to clients in certain situations. This could
be because your assessor has not had the opportunity to observe all the
Assessment Criteria during assessment. In these situations, your assessor may wish
to assess your knowledge and understanding by asking you some questions. These
questions can be given orally or in writing, but will be recorded in your portfolio as
evidence.
Your assessor could also check you have the required level of knowledge and
understanding by asking you to produce personal statements or to complete a
project or assignment.
What if I have previous experience and knowledge and understanding from
work and other qualifications?
If you have previous work experience, skills, and knowledge and understanding
which you feel is relevant to your qualification, you should tell your assessor about it.
Your assessor may ask you for more proof in the form of letters from previous
employers/training providers or details about any courses you have completed.
The process of matching your previous experience and learning is often referred to
as the Recognition of Prior Learning (RPL). The purpose of this process is to try and
give you some credit towards your qualification for things you can already do. Your
assessor judges the evidence available and matches it against the requirements of
the qualification you are undertaking. This means that your assessor should not have
to assess you for these things all over again.
Learner Guidance and Portfolio for the QCF qualification: Level 2 NVQ Diploma in Passenger Carrying Vehicle
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However, the success of this process depends on you telling your assessor what
previous work experience or knowledge and understanding you have and how you
think it is relevant to your qualification. The more information you can supply to
support your claims, the easier it should be to convince your assessor that you are
competent.
There are some instances when previous learning and experience may not be used
for Recognition of Prior Learning. These include:
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exemptions outlined in the Rules of Combination in the Qualifications and Credit
Framework
Units and Group Awards where there are:
— existing requirements for a licence to practice
— specific health and safety requirements
— regulated professional requirements
— specific components of a programme of study which require placements
within a given setting
Your assessor will be able to advise you.
When can simulation be used?
Throughout your QCF qualification, the emphasis is on you being able to carry out
real work activities so assessment will normally be carried out in the workplace itself.
There may be times, however, when it might not be appropriate for you to be
assessed while you are working. For example your qualification might require you to
carry out emergency or contingency procedures (for safety or confidentiality reasons)
or your job role may not cover all aspects of the qualification. In such instances,
when you have no other means of generating evidence, simulation might be
appropriate.
Simulation is any structured exercise involving a specific task which reproduces reallife situations. Care must be taken though to ensure that the conditions in which you
are assessed exactly mirror the work environment, ie it is a realistic working
environment.
Your assessor will be able to advise what constitutes a realistic working environment
in relation to this qualification. This information is contained in the Assessment
Guidance.
Learner Guidance and Portfolio for the QCF qualification: Level 2 NVQ Diploma in Passenger Carrying Vehicle
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Integration of assessment
It is not necessary for you to have each Learning Outcome assessed separately —
doing so could result in assessment which takes too long and places too great a
burden on you and your assessor.
There will be instances when you will be able to use one piece of evidence to prove
your competence across different Learning Outcomes and Assessment Criteria. You
may even find that evidence is relevant for different Units — this is called integration
of assessment.
When you first begin your QCF qualification, you and your assessor will spend time
looking at the standards, planning how much time you are both able to devote to the
qualification and drawing up an action plan.
At this stage, you should identify any activities which relate to more than one Unit or
Learning Outcome and arrange for the best way to collect a single piece of evidence
which satisfactorily covers all the Assessment Criteria.
If you are going to integrate assessments, make sure that the evidence is crossreferenced to the relevant Units. Details of how to cross reference your evidence can
be found in Section 2 ‘How to compile your portfolio’.
Learner Guidance and Portfolio for the QCF qualification: Level 2 NVQ Diploma in Passenger Carrying Vehicle
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Section 2 — How to compile your portfolio
General information
A portfolio, like a log book, is a way of recording evidence of your achievements. It is
a collection of different items of evidence which indicates that you have the required
skills, knowledge and understanding to support your claim to a qualification.
The production of a well organised, clearly labelled portfolio which relates each piece
of evidence to the relevant Learning Outcomes and Assessment Criteria requires a
careful methodical approach. When your assessor looks through your portfolio, they
will find the task of making judgements about your competence much easier if the
information in it is presented in a logical sequence.
You will need to present your evidence in a format that is easy to read and in which
materials can be added or taken away. This section gives suggestions on how to lay
out and present your evidence. There are also forms and matrices which will assist
you to chart your progress through the award.
You do not have to lay out your evidence in the way suggested but you may find it
helpful to do so. Each portfolio will be different in content but all should include
information about you (the learner), the organisation where you are undertaking your
qualification, the assessor and so on.
Evidence Collection Process
What?
Who?
Assessment plan
You and your assessor
Collect evidence
You and your assessor if
observation/questioning is required
Present evidence
You and your assessor
Reference acceptable evidence
Assessor will judge evidence and give you
feedback on which evidence meets the
standards
Record evidence in Learning Outcome
Achievement Record
You
Store evidence in portfolio
You
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Planning your portfolio
Start by carefully reading through the Units making up the qualification and, together
with your assessor, decide which Units you might like to work on first. You do not
have to do the Units in order. There may be some Units that relate to tasks which
you carry out on a regular basis, therefore making it easier to collect evidence right
away. Alternatively, there may be activities in other Units which you only undertake
now and again, these can be left until the opportunity arises for you to collect
evidence.
Before you start looking for different kinds of evidence and deciding if they should be
included in your portfolio, you will find it helpful to plan how you will carry out the
tasks and how long they are going to take.
The plan is usually referred to as an ‘assessment plan’. It should be produced in
discussion with your assessor and will set out the different stages in developing your
portfolio. You will probably want to produce a plan for each Unit.
It is unlikely that you will be able to complete all of the Units straightaway and you
should therefore think about starting with those Units where you have a lot of
experience and in which you work well. You should also remember to identify any
opportunities for integration of assessment.
We have provided you with a ‘Unit progress record’ — see Example 2. At this stage,
it might be a good idea to check that all your evidence and recording documents
have been completed correctly and can easily be located.
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Starting your portfolio
Make sure that you clearly label your portfolio with your name together with the title
and Level of the award.
Your portfolio will need a title page and a contents page. You should also complete a
Personal Profile which records details about yourself and your job as well as
providing information about your employer, training provider or college. Blank
samples of these forms are provided in Section 4.
We recommend that you compile your portfolio in the following order:
Title page
Contents checklist
Personal profile
Unit progress record
Completed Learning Outcome
Achievement Records
Index of evidence
Pieces of evidence
Glossary of terms
Standards
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Contents checklist
You might also find it useful to complete the following checklist as you work your way
through your portfolio. This will help you to see if you have included all the relevant
items. Once you have completed your portfolio, you will be able to use this checklist
again as a contents page, by inserting the relevant page or section numbers in the
right hand column.
Section
Completed
Page/Section
number
Title page for the portfolio
Personal profile
Your own personal details
A brief CV or career profile
A description of your job
Information about your employer/training
provider/college
Unit Assessment Plans
Unit progress record
Completed Learning Outcome
Achievement Records for each Unit
Signed by yourself, your assessor and the
internal verifier (where relevant)
Evidence reference numbers included
Index of evidence (with cross-referencing
information completed)
Evidence (with reference numbers)
Observation records
Details of witnesses (witness testimony
sheets)
Personal statements
Products of performance
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Collecting your evidence
All of the evidence which you collect and present for assessment must be relevant to
your SVQ. Your assessor will help you choose which pieces of evidence you should
include.
We have provided blank forms in Section 4 of this document, which you can
photocopy to help you record and present your evidence. Although we have provided
you with sample forms, your centre may have their own recording documents which
they would prefer you to use.
Some of these forms, eg observation records and the record of questions and
answers will be completed by your assessor. Other forms (witness testimonies) will
be used by people other than your assessor to testify that they have observed you
doing your job, and there is one for you to complete called a personal statement.
Explanations are given below about how and when these forms should be used.
How to complete the index of evidence — Example 1
You should complete an index of evidence sheet and file it immediately before the
actual pieces of evidence in your portfolio.
The index of evidence should be completed by entering:
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the index number for each piece of evidence
a description of each piece of evidence
the place or location where it can be found
the initials of the internal verifier and the date (if they have sampled the learner’s
evidence)
Unit Progress Record — Example 2
The Unit progress record is used by your assessor and each time you complete a
Unit, your assessor should sign and date the relevant section on the form. You can
circle the reference number of the Unit in the checkboxes at the top of the form so
that you can see at a glance what stage you are at in your qualification.
You must make sure that the information contained in the evidence index is accurate
when you give your portfolio to your assessor, particularly in relation to where the
evidence can be located.
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Completing the Learning Outcome Achievement Records — Example 3
There is a Learning Outcome Achievement Record for every Learning Outcome
within this portfolio. These records have been designed to allow you to record the
evidence you have gathered for each Learning Outcome. Each record has boxes
across it which represents the Assessment Criteria and Assessment Requirements.
Whilst collecting your evidence you should use these grids to display the
Assessment Criteria and Assessment Requirement that piece of evidence relates to.
In the first box write the evidence index number you have given to that piece of
evidence.
In the second box give a brief description of the evidence, then tick against the
relevant Assessment Criteria.
Personal statement — Example 4
There will be times when you need to put a piece of your evidence in context for your
assessor so that they can decide if it is relevant to your qualification. You can
complete personal statements to help you do this — these can relate either to the
pieces of evidence or to each Learning Outcome or Unit.
For example, you may refer to paperwork which is often used in your organisation to
help you pass on information to a colleague. It may not be clear to an assessor why
you are communicating to your colleague in this way and a brief explanation of the
paperwork and why it is relevant to a particular part of your qualification may be
required.
A personal statement might also be used to record your experience of something,
such as, how you handled a specific situation. This can be documented in your
personal statement and should be a description of what you did, how you did it and
why you did it. It will also allow you to include the people who were present and
either assisted you or witnessed your actions. This, in turn, might identify who you
should approach for ‘witness testimony’. In your personal statement you could also
refer to product evidence that you have produced (eg reports, notes, completed
forms), these can also be included as evidence in your portfolio.
The personal statement can be a piece of evidence in itself and should therefore be
included in your portfolio.
Observation record — Example 5
The observation record is used by your assessor to record what tasks you have
performed and to what standard. There is also a section for your assessor to note
which other Units or Learning Outcomes are covered by this evidence (‘integration of
assessment’).
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The assessor will discuss with you which Assessment Criteria you have successfully
achieved and give you feedback. This form should then be given a reference number
and included in your portfolio as part of your evidence.
Witness testimony — Example 6
There may be occasions when your assessor is not available to observe you carrying
out certain aspects of your job. In such instances, it may be appropriate for another
person to comment about your performance by completing a statement called a
‘witness testimony’.
Witness testimony should only be used as supporting evidence and should:



be provided by a person, not related to you, who is in a position to make a valid
comment about your performance, eg supervisor, line manager or possibly a
client/customer
contain comments which specifically relate your performance to the standards
be authenticated by the inclusion of the witness’s signature, role, address,
telephone number and the date
It is unlikely that your assessor would make an assessment decision based on
witness testimony alone. They would normally supplement this type of evidence with
questioning.
Record of questions and learner’s answers — Example 7
This form is used to record any questions which your assessor may ask, to establish
whether you have the required level of knowledge and understanding associated with
each Unit. There is also space on the form for your answers to be noted.
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Presenting your evidence
It is important to present all of your evidence in a clear, consistent and legible
manner. Your assessor will then find it much easier to make appropriate judgements
about the quality, sufficiency and currency of the materials you are putting forward
for consideration.
It is not necessary to produce all of your evidence in typewritten format — some
hand-written pieces of evidence, such as notes, will be perfectly acceptable.
There may also be items of evidence which you cannot physically include in your
portfolio. This might be for confidentiality reasons or it could be that something which
you have produced as part of your day-to-day work is normally kept in a filing cabinet
or stored electronically.
In compiling your portfolio, we suggest that anything you produce as part of your dayto-day work is kept in its normal location, but those pieces of evidence which have
been produced specifically for your qualification, eg witness testimony statements or
personal statements, are filed in your portfolio. However, assessors and verifiers
should be able to locate and access your evidence at all times. It is, therefore, very
important that you clearly reference every item of evidence.
Referencing your evidence
Your assessor, as well as the internal and External Verifiers, will need to find their
way around your portfolio, so you should give each piece of evidence a number.
Remember, that where you have used ‘integration of assessment’, you need to give
details of all the Units and Learning Outcomes which are linked to a specific piece of
evidence. The links should be noted on the pieces of evidence themselves as well as
on the index of evidence (cross-referencing).
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Worked examples
To give you a clearer picture of how to compile your portfolio, you will find worked
examples of the various forms over the next few pages. You should ask your
assessor for further advice and support if you are still unsure about how to use the
forms and who should complete them.
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Index of evidence — Example 1
Qualification title and Level
Evidence
number
Description of evidence
Included
in portfolio
(Yes/No)
If no,
state location
Yes — Section
1, page 4
4
Observation record of workplace review
5
Personal statement reflecting on health
and safety meeting
Yes — Section
1, page 5
6
Record of questions and answers
Yes — Section
1, page 6
7
Witness testimony of responsible
people
Yes — Section
1, page 7
Sampled by
the IV
(initials and
date)
SM –
04/04/11
SM —
04/04/11
SM —
04/04/11
SM —
04/04/11
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Unit progress record — Example 2
Qualification and Level
Learner
Paul Lee
Circle the reference
To achieve the whole qualification, you must prove competence
in insertnumbers
No of as
you complete each Unit. You can
mandatory Units mandatory Units and insert No of optional
Units optional Units.
then easily see what stage you
have reached in your Certificate.
Unit Checklist
Mandatory
F/601/6633
Optional
Mandatory Units
Unit number
F/601/6633
Title
Promote a Culture of Health and
Safety in the Workplace
Assessor’s signature
Peter Hoskins
Date
01/04/11
This section of the form is for your
assessor to sign each time you
successfully achieve a Unit.
Optional Units
Unit number
Title
Assessor’s signature
Date
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Learning Outcome Achievement Record — Example 3
Unit
Promote a Culture of Health and Safety in the Workplace
Learning Outcome(s)
Be able to develop plans to promote a health and safety culture in the workplace
Evidence
Index No
Description of Evidence
Assessment Criteria
1.1
4
5
6
7
Observation record of
workplace review
Personal statement
reflecting on health and
safety meeting
Record of questions and
answers
Witness testimony of
responsible people
These numbers
relate to your
Evidence Index and
will allow your
assessor to find your
evidence easily.
1.2
1.3


1.4
1.5


Give a brief description of the
evidence you are offering for
assessment against each Learning
Outcome(s), Assessment Criteria.
2.1








As you collect your evidence for
assessment you should tick the
relevant boxes. There is a box
which represents each Assessment
Criteria in the Learning Outcome.
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Unit
Promote a Culture of Health and Safety in the Workplace
Learning Outcome(s)
Be able to develop plans to promote a health and safety culture in the workplace
Notes/Comments
Paul has worked conscientiously on this Unit and produced some very good evidence that will benefit both himself and the organisation.
The learner has satisfied the assessor and internal verifier that the performance evidence has been met.
Learner’s signature
Paul Lee
Date
04/04/11
Assessor’s signature
Peter Hoskins
Date
04/04/11
Internal verifier’s signature
Sharon Moore
Date
04/04/11
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Personal statement — Example 4
Date
Evidence
index
number
Details of statement
Links to other
evidence
(enter numbers)
24/01/11
5
Having attended the health
4 and 6
and safety meeting today, I
have been able to identify
further how information on
health and safety instructions
and regulations are currently
communicated. I think the
meeting also improved my
awareness of the current
level of understanding and
support for health and
safety. Clearly the
management team is very
supportive of all health and
safety issues and this was
highlighted in a report
discussed at the meeting
about an incident at another
factory.
Unit, Learning
Outcomes,
Assessment
Criteria covered
1.2
The meeting has also
clarified my thoughts on
providing opportunities to
promote the advantages and
legal necessity of following
health and safety
procedures. Having attended
the meeting I feel more able
to include these in my plan.
Learner’s signature
Paul Lee
Date
24/01/11
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Observation record — Example 5
Unit/Learning Outcome(s)
Learner
Evidence index number
Date of observation
Promote a Culture of Health and Safety in the Workplace
Paul Lee
4
21/01/11
Skills/activities observed
Assessment Criteria
covered
A thorough review of the workplace environment was
carried out by Paul. This review included the observation of
current posters, signage, etc that was displayed in the
environment. Paul also spoke to several employees to ask
them about how information on instructions and regulations
was communicated to them.
1.2
1.3
Paul made comprehensive notes during the review.
Identify how information
on health and safety
instructions and
regulations are currently
communicated.
Identify current level of
understanding and
support for health and
safety instructions and
procedures.
Knowledge and understanding apparent from this observation
Current communication strategies in respect of health and safety
Paul completed a thorough review which will support the development of a plan to promote a
health and safety culture within the organisation.
Current level of understanding and support for health and safety instructions and
procedures
Through his insightful discussions with employees as he conducted his review Paul was able
to identify the current level of understanding and support for health and safety within the
organisation which will all make a valuable contribution to the development of his plan.
Other Units/Learning Outcomes to which this evidence may contribute
Assessor’s comments and feedback to learner
The review and supporting notes you have completed Paul clearly demonstrate that you can:
identify how instructions and regulations are currently communicated and where
improvements and changes may be necessary.
Well done.
I can confirm the learner’s performance was satisfactory.
Assessor’s signature
Peter Hoskins
Date
21/01/11
Learner’s signature
Paul Lee
Date
21/01/11
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Witness testimony — Example 6
Qualification title and Level
Learner’s name
Evidence index no
Index no of other evidence which
this testimony relates to (if any)
Learning Outcome(s)
Date of evidence
Name of witness
Designation/relationship to
learner
Details of testimony
Promote a Culture of Health and Safety in the
Workplace
Paul Lee
7
18/02/11
Dave Mulvaney (on behalf of senior management
team)
Senior manager responsible for health and safety,
line manager of Paul Lee
Paul has provided a very insightful and detailed plan to support the promotion of a culture of
health and safety within the organisation. Paul has made some good recommendations
about how the communication of health and safety information could be improved; he has
based this on some sound research, including a detailed audit, discussions with staff and
the results of a staff questionnaire. Paul has clearly used his knowledge and understanding
of health and safety and the organisation to include within his plan new and innovative
opportunities for promoting health and safety within the organisation.
The senior management team has agreed Paul’s plan and recommended that he takes this
forward.
I can confirm the learner’s performance was satisfactory.
Witness’s signature
Dave Mulvaney
Date
24/02/11
Witness (please select the appropriate box):
Holds appropriate qualifications
Is familiar with the Units to which the learner is working
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Record of questions and learner’s answers — Example 7
Unit
Promote a Culture of Health and Safety in the Workplace
Learning Outcome(s)
Evidence index number
6
Circumstances of assessment
First review session with learner.
(Considering Assessment Criteria: 1.2 and 1.3 in particular)
List of questions and learner’s responses
Q
Having completed your review of the workplace how would you rate the way health
and safety information is currently communicated to the workforce within your
organisation? Can you support your view?
A
I’d say that currently the communication with regard to health and safety is adequate,
there are some good practices, but there are also plenty of opportunities for
improvement.
Q
Having completed your review, spoken to employees and collated the results of your
questionnaire what would you say is the current level of understanding and support
for health and safety instructions and procedures?
A
Generally the understanding of health and safety instructions and procedures is
good. All employees remembered the information they had been given at induction,
they could show me the relevant sections within the staff handbook and they were
aware of the importance of health and safety. However in some of the operational
areas there are instances where standards have begun to slip and shortcuts are
being made. When I develop my plan I will need to focus on opportunities for
promoting the advantages and legal necessity of following health and safety
procedures. I’m sure management will support me with this.
Assessor’s signature
Peter Hoskins
Date
16/03/11
Learner’s signature
Paul Lee
Date
16/03/11
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Section 3 — The Units and recording documents for your qualification
Unit progress record
Qualification and Level
Level 2 NVQ Diploma in Passenger Carrying Vehicle Driving (Bus and Coach) (GA58 68) (600/0671/7)
Learner
To achieve the whole qualification, you must prove competence in eight mandatory Units and one optional Unit.
Please note the table below shows the SSC identification codes listed alongside the corresponding SQA Unit numbers. It is
important that the SQA Unit numbers are used in all your recording documentation and when you results are communicated to
SQA. SSC identification codes are not valid in these instances.
Unit Checklist — circle the reference number of each Unit as you complete it.
Mandatory
Optional
PCVD1
PCVD2
PCVD3
PCVD4
PCVD5
PCVD6
PCVD7
PCVD8
PCVD9
PCVD10
PCVD11
PCVD12
PCVD13
PCVD14
PCVD15
PCVD16
PCVD17
PCVD18
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Mandatory Units — all Units should be completed
SQA
Unit
number
FF9L 68
QCF
Unit
number
T/601/9464
SSC
Unit
number
PCVD 1
QCF
Level
2
QCF
credit
points
4
FF9M 68
A/601/9465
PCVD 2
2
4
FF9N 68
J/601/9467
PCVD 3
2
6
FF9P 68
L/601/9468
PCVD 4
2
5
FF9T 68
R/601/9469
PCVD 5
2
4
FF9V 68
Y/601/9473
PCVD 6
2
6
FF80 68
D/601/9474
PCVD 7
2
3
FF9W 68
H/601/9475
PCVD 8
2
3
Title
Assessor
Internal
verifier
Date
Maintain Effective Working
Relationships with Colleagues in the
Bus and Coach Industries
Contribute to Health and Safety in the
Bus and Coach Work Environment
Provide Professional Customer
Service in the Bus and Coach Industry
Prepare for Passenger Carrying
Journeys in a Bus or Coach
Provide Professional Customer
Service to Passengers with Additional
Needs on a Bus or Coach
Drive Passenger Carrying Vehicles
Safely and Efficiently
Deal Effectively with Challenging
Situations and Passengers on a Bus
or Coach
Deal with Emergencies and Incidents
During a Bus or Coach Journey
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Optional Units — you must achieve one of the following Units
SQA
Unit
number
FF9X 68
QCF
Unit
number
M/601/9477
SSC
Unit
number
PCVD 9
QCF
Level
2
QCF
credit
points
5
FF9Y 68
T/601/9478
PCVD 10
2
4
FG00 68
M/601/9480
PCVD 11
2
2
FG01 68
T/601/9481
PCVD 12
2
5
FG02 68
F/601/9483
PCVD 13
2
2
FG03 68
J/601/9484
PCVD 14
2
6
FG04 68
L/601/9485
PCVD 15
2
4
FG05 68
R/601/9486
PCVD 16
2
4
FG06 68
Y/601/9487
PCVD 17
2
4
FG07 68
H/601/9489
PCVD 18
2
7
Title
Assessor
Internal
verifier
Date
Operate the Passenger Systems and
Bus or Coach Service
Share Information on the Operation of
the Bus or Coach Service
Negotiate and Agree Tour Itineraries
with Clients
Process Fares and Receive and
Match Fare Payments to Tickets
Manage Financial Transactions on
Coach Journeys
Provide a Transport Service for
Disabled Passengers
Transport Accompanied Luggage by
Bus or Coach
Transport Unaccompanied Parcels by
Bus or Coach
Operate a School Service by Bus or
Coach
Drive Passenger Carrying Vehicles on
International Journeys
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Glossary of terms
Advisor
A person who carries out, either singly or in combination, the
functions of advising a learner, collecting evidence of his or her
competence on behalf of the assessor and authenticating the
work learners have undertaken. A mentor might also provide
witness testimony.
Assessment
The process of generating and collecting evidence of a learner’s
performance and judging that evidence against defined criteria.
Authentication
The process by which an advisor or assessor confirms that an
assessment has been undertaken by a learner and that all
regulations governing the assessment have been observed.
Learner
The person enrolling for an SQA qualification.
Centre
The college, training organisation or workplace where SQA
qualifications are delivered and assessed.
Learning
Outcomes
Statements which define the products of learning. The statements
describe the activities that the learner needs to perform in order
to achieve the Unit. They contain Assessment Criteria.
Evidence
Materials the learner has to provide as proof of his or her
competence against specified Assessment Criteria.
Assessment
(Evidence)
Requirements
Specify the evidence that must be gathered to show that the
learner has met the standards laid down in the Assessment
Criteria.
External
Verifier
The person appointed by SQA who is responsible for the quality
assurance of a centre’s provision. An External Verifier is often
appointed on a subject area basis or for cognate groups of Units.
Instrument of
Assessment
A means of generating evidence of the learner’s performance.
Internal
verifier
The person appointed from within the centre who ensures that
assessors apply the standards uniformly and consistently.
Observation
A means of assessment in which the learner is observed carrying
out tasks that reflect the Learning Outcomes and Assessment
Criteria.
Learning
Outcome
Statement which defines the products of learning. They describe
the activities the learner has to perform to achieve the Unit, and
contain Assessment Criteria.
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Assessment
Criteria
Statements which describe the standard to which learners must
perform the activities which are stated in the Learning Outcome.
Portfolio
A compilation of evidence which can form the basis for
assessment. The portfolio is commonly used in competencebased qualifications and in alternative routes to assessment such
as RPL and credit transfer.
Product
evaluation
A means of assessment which enables the quality of a product
produced by the learner, rather than the process of producing it,
to be evaluated.
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Section 4 — Blank recording forms
This section consists of the blank forms referred to in Section 2 for you to photocopy.
You may find these useful when compiling your portfolio.
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Portfolio title page
Your name
Job title
Name of Employer/Training
Provider/College
Their address
Telephone number
Qualification
Level
Units submitted for assessment
Mentor’s name
(Please provide details of Mentor’s
experience)
Assessor’s signature
Date
Assessor’s name
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Personal profile
Name
Address
Postcode
Home telephone
Work telephone
Job title
Relevant experience
Description of your current job
Previous work experience
Qualifications and training
Voluntary work/interests
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Personal profile (cont)
Name of Employer/Training
Provider/College
Address
Postcode
Telephone number
Type of business
Number of staff
Structure of organisation
(include chart or diagram if
available)
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Contents checklist
You might also find it useful to complete the following checklist as you work your way
through your portfolio. This will help you to see if you have included all the relevant
items. Once you have completed your portfolio, you will be able to use this checklist
again as a contents page by inserting the relevant page or section numbers in the
right-hand column.
Section
Completed
Page/Section number
Title page for the portfolio
Personal profile
Your own personal details
A brief CV or career profile
A description of your job
Information about your employer/training
provider/college
Unit Assessment Plans
Unit progress record
Completed Learning Outcome
Achievement Records for each Unit
Signed by yourself, your assessor and the
internal verifier (where relevant)
Evidence reference numbers included
Index of evidence (with crossreferencing information completed)
Evidence (with reference numbers)
Observation records
Details of witnesses (witness testimony
sheets)
Personal statements
Products of performance
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Index of evidence
Qualification title and Level
Evidence
number
Description of evidence
Included
in portfolio
(Yes/No)
If no,
state location
Sampled by
the IV
(initials and
date)
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Personal statement
Date
Evidence
index
number
Learner’s signature
Details of statement
Links to other
evidence
(enter numbers)
Unit, Learning
Outcomes,
Assessment
Criteria covered
Date
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Observation record
Unit/Learning Outcomes(s)
Learner
Evidence index number
Date of observation
Skills/activities observed
Assessment Criteria
covered
Knowledge and understanding apparent from this observation
Other Units/Learning Outcomes to which this evidence may contribute
Assessor’s comments and feedback to learner
I can confirm the learner’s performance was satisfactory.
Assessor’s signature
Date
Learner’s signature
Date
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Witness testimony
Qualification title and Level
Learner’s name
Evidence index no
Index no of other evidence which
this testimony relates to (if any)
Learning Outcome(s)
Date of evidence
Name of witness
Designation/relationship to
learner
Details of testimony
I can confirm the learner’s evidence is authentic and accurate.
Witness’s signature
Date
Witness (please select the appropriate box):
Holds appropriate qualifications
Is familiar with the Units to which the learner is working
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Record of questions and learner’s answers
Unit
Learning Outcome(s)
Evidence index number
Circumstances of assessment
List of questions and learner’s responses
Q
A
Q
A
Q
A
Q
A
Q
A
Assessor’s signature
Date
Learner’s signature
Date
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Learning Outcome Achievement Record
Unit
Learning Outcome(s)
Evidence
Index No
Description of Evidence
Assessment Criteria
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Unit
Learning Outcome(s)
Notes/Comments
The learner has satisfied the assessor and internal verifier that the performance evidence has been met.
Learner’s signature
Date
Assessor’s signature
Date
Internal verifier’s signature
Date
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Appendix 1 — Unit specifications
The QCF Unit and Assessment Specifications for the Level 2 NVQ Diploma in
Passenger Carrying Vehicle Driving (Bus and Coach) will be provided by your centre.
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